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Tag Archives: assessment
Creative Assessment
In this episode of Exquisite Education, Andrew and Beatriz consider what we might understand by the term ‘creative assessment’. They discuss this in relation to a new sector-wide initiative that invites any educator to discuss and share ideas and practice relating … Continue reading
Creative Assessment – what is it?
In higher education assessment is recognised as a driving force for student engagement and curriculum design. How does this tally with a desire for active student-centred learning? How can it accommodate the artistry in the academic practitioner who seeks to … Continue reading
Being smarter than AI – rethinking our assessment design?
The discussion channels used by educational developers have been dominated by the topic of ChatGPT since the New Year. There are two dimensions to this: concerns over academic integrity and the opportunity ChatGPT and other AI tools bring to assessment. … Continue reading
Posted in Academic Innovation and Possibilities, Active Learning, Assessment & Feedback, Creativity
Tagged academic integrity, Active Learning, agency, AI, assessment, assessment literacy, authentic assessment, authentic learning, case-based learning, ChatGPT, currency, deduction, enquiry-based learning, inquiry, inquiry-based learning, nergotiated learning, open-ended, PBL, personaisation, problem-based learning, project-based learning, smart assessment, social, student-centred
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Lifewide learning domains: rich intersections or contested spaces
I noted in my previous post on mapping our learning that I would be engaging in the collaborative inquiry ‘Towards a Better Understanding of Our Own Learning Lives’ led by Norman Jackson, Rob Ward and Jenny Willis. I have just about … Continue reading
Posted in Belonging, Digital Placemaking, Learner Engagement, Learning Space and Place, Personal & Professional Development Planning, Polycontextuality, Scholarship and Research, Social Media for Learning, Walking
Tagged ambiguity, assessment, boundary crossing, connections, domains, education, experiential learning, family, friendship, incidental learning, intersections, lifewide learning, lockdown, map, mapping, non-formal learning, ontology, pandemic, place, Polycontextuality, psychogeography, reflection, socialisation, space, third place, Third Space, Walking
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Playing with divergence and convergence: designing #ActiveLearning
Active learning is a process of opening up and closing down possibilities. Whether you look at course, module, session or activity design, knowing that your role as an academic is to play with divergence and convergence can be really helpful. … Continue reading
#Twalk – a new active pedagogy explained
This post, and the ones that will follow, reflect on the Twalk as a pedagogy. In particular, I consider how students can draw upon the conversational activity and use the data it generates as the basis for developing and explaining … Continue reading
Attitudes, dispositions and learner maturity
I ran a series of workshops with an academic department last week. One of the key themes was the need to focus more on those learning outcomes that address learning and graduate capability. Our context was the challenge of engaging … Continue reading
Enjoyment, anticipation, challenge as factors affecting personal intrinsic investment #heutagogy
In our research-informed development activities looking at learner non-engagement with formative assessment, with group work or with engaging in feedback, it is becoming clear that the lack of space given to developing learner ‘buy-in’ or developing ‘want’ is highly significant … Continue reading
B plus or A minus? Assessment in the creative disciplines
I attended ‘B plus or A minus? Assessment in the creative disciplines’, part of a programme of events being run by the University of the Arts London last week. The venue, Central St Martin’s (CSM) new Granary Wharfe, is a … Continue reading
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